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Rockbridge County Public Schools

General school information

Division: Rockbridge County Public Schools
Address: 2893 Collierstown Road Lexington, VA 24450
Superintendent: Dr. Phillip J. Thompson
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 78 64 22 16 76 61 24 16 80 64 20
Female 13 80 67 20 16 80 63 20 15 84 69 16
Male 13 75 62 25 15 73 58 27 17 76 59 24
American Indian < < < < < 100 < 0 < 100 < 0
Asian 27 100 73 0 < < < < < 100 < 0
Black 5 68 63 32 9 72 63 28 6 75 69 25
Hispanic 13 61 48 39 12 57 45 43 15 58 43 42
White 13 78 65 22 16 77 61 23 16 81 65 19
Two or more races 10 81 71 19 12 69 57 31 11 67 56 33
Students with Disabilities 7 34 26 66 7 36 29 64 11 44 33 56
Students without Disabilities 14 85 71 15 17 84 67 16 17 87 70 13
Economically Disadvantaged 9 69 60 31 11 67 55 33 10 72 62 28
Not Economically Disadvantaged 17 85 68 15 19 85 66 15 22 88 66 12
English Learners 5 42 37 58 10 52 41 48 - 30 30 70
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 70 59 30 20 74 54 26 16 67 52 33
Female 8 70 62 30 20 78 58 22 13 72 59 28
Male 13 69 56 31 21 71 50 29 18 62 44 38
Black < 100 < 0 < < < < < < < <
Hispanic 18 36 18 64 < < < < 40 40 - 60
White 11 70 60 30 22 79 57 21 15 70 55 30
Two or more races < < < < < < < < < < < <
Students with Disabilities 11 40 29 60 15 54 39 46 3 24 21 76
Students without Disabilities 11 78 67 22 22 79 58 21 18 76 58 24
Economically Disadvantaged 8 59 52 41 19 63 45 37 8 60 52 40
Not Economically Disadvantaged 15 83 68 17 22 85 63 15 24 76 51 24
English Learners < < < < < < < < < < < <
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 83 66 17 20 76 56 24 23 82 59 18
Female 18 85 67 15 20 79 59 21 20 88 68 12
Male 15 80 65 20 20 74 53 26 26 75 49 25
Asian < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < < < < 14 64 50 36 < < < <
White 17 83 66 17 20 76 56 24 25 84 59 16
Two or more races < < < < < < < < < < < <
Students with Disabilities 8 52 44 48 12 47 35 53 18 52 34 48
Students without Disabilities 18 87 70 13 22 84 62 16 24 89 65 11
Economically Disadvantaged 14 82 68 18 13 71 58 29 14 75 62 25
Not Economically Disadvantaged 19 83 64 17 30 84 54 16 33 88 55 12
English Learners < < < < < < < < < < < <
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 79 61 21 24 88 64 12 17 82 65 18
Female 15 79 63 21 24 92 67 8 11 86 75 14
Male 20 80 60 20 25 85 61 15 22 80 57 20
American Indian < 100 < 0 < 100 < 0
Black < < < < < < < < 8 92 83 8
Hispanic < < < < < < < < 15 62 46 38
White 19 81 61 19 25 88 63 12 17 83 66 17
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 9 44 35 56 15 70 56 30 18 55 36 45
Students without Disabilities 20 87 67 13 26 91 65 9 17 89 72 11
Economically Disadvantaged 14 72 58 28 14 87 73 13 12 78 66 22
Not Economically Disadvantaged 22 86 64 14 36 90 53 10 25 89 64 11
English Learners < < < < < < < < < < < <
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 71 58 29 10 72 62 28 15 84 69 16
Female 14 76 62 24 12 73 62 27 17 85 69 15
Male 13 68 55 32 9 71 62 29 13 82 69 18
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 14 73 59 27 11 73 63 27 14 83 69 17
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 10 13 3 87 - 31 31 69 14 61 46 39
Students without Disabilities 14 81 67 19 13 81 68 19 15 88 73 12
Economically Disadvantaged 9 63 54 37 6 60 54 40 11 78 67 22
Not Economically Disadvantaged 17 80 63 20 15 85 69 15 19 91 72 9
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 73 60 27 13 69 57 31 11 81 70 19
Female 14 78 65 22 16 77 60 23 11 87 77 13
Male 12 68 57 32 10 63 54 37 11 75 64 25
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 13 74 62 26 14 71 58 29 11 83 72 17
Two or more races < < < < < < < < < < < <
Students with Disabilities - 14 14 86 - 15 15 85 6 42 36 58
Students without Disabilities 16 86 71 14 15 79 64 21 12 89 77 11
Economically Disadvantaged 5 66 62 34 7 56 50 44 6 71 65 29
Not Economically Disadvantaged 22 81 59 19 18 81 63 19 16 91 75 9
English Learners < < < < < < < < < < < <
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 73 63 27 10 59 48 41 8 68 61 32
Female 9 74 65 26 12 59 47 41 9 70 61 30
Male 11 73 62 27 9 58 50 42 6 66 60 34
American Indian < < < < < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 10 73 63 27 10 60 50 40 9 71 62 29
Two or more races < < < < < < < < < < < <
Students with Disabilities 4 30 26 70 - 2 2 98 3 24 21 76
Students without Disabilities 11 80 69 20 13 75 61 25 9 77 68 23
Economically Disadvantaged 3 61 58 39 9 49 40 51 5 56 51 44
Not Economically Disadvantaged 15 82 67 18 12 68 56 32 10 80 70 20
English Learners < < < < < 100 < 0 < < < <
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 95 84 5 11 97 86 3 22 97 75 3
Female 13 96 83 4 12 98 86 2 22 97 75 3
Male 10 94 84 6 9 96 87 4 23 96 74 4
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < < < < < < < < < 100 < 0
White 10 95 85 5 11 98 87 2 25 97 72 3
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 9 64 55 36 < < < < < < < <
Students without Disabilities 12 97 85 3 11 98 87 2 23 98 75 2
Economically Disadvantaged 8 88 81 12 12 100 88 0 11 98 86 2
Not Economically Disadvantaged 13 97 84 3 11 97 86 3 26 97 71 3
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 77 55 23 29 77 48 23 33 79 46 21
Female 27 83 56 17 35 81 45 19 43 85 42 15
Male 16 70 53 30 22 73 51 27 22 73 51 27
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 70 70 30 29 79 50 21 33 83 50 17
Hispanic < < < < < < < < 19 75 56 25
White 22 76 54 24 29 78 48 22 34 79 45 21
Two or more races 31 100 69 0 20 90 70 10 15 69 54 31
Students with Disabilities 3 29 26 71 3 23 20 78 6 26 21 74
Students without Disabilities 25 83 58 17 32 84 51 16 36 84 48 16
Economically Disadvantaged 10 66 57 34 11 58 48 42 19 64 45 36
Not Economically Disadvantaged 29 83 54 17 37 85 48 15 41 87 46 13
English Learners < < < < < < < < < < < <
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 65 52 35 13 59 46 41 16 64 48 36
Female 19 73 54 27 22 62 40 38 22 71 49 29
Male 6 55 49 45 5 56 51 44 11 58 47 42
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 14 63 50 37 13 60 47 40 16 65 49 35
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 21 21 79 - 17 17 83 - 23 23 77
Students without Disabilities 15 72 57 28 16 69 52 31 19 72 53 28
Economically Disadvantaged 10 58 49 42 6 47 41 53 13 52 39 48
Not Economically Disadvantaged 15 69 54 31 18 68 50 32 18 75 56 25
English Learners < < < < < < < < < < < <
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 88 57 12 44 94 51 6 52 95 43 5
Female 34 91 58 9 45 95 50 5 62 96 35 4
Male 27 84 57 16 42 94 52 6 38 93 55 7
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < < < < < < < < < < < <
White 30 89 59 11 46 95 49 5 54 95 40 5
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 7 43 36 57 < < < < < < < <
Students without Disabilities 33 92 59 8 45 95 51 5 51 95 44 5
Economically Disadvantaged 9 77 68 23 21 85 65 15 30 89 59 11
Not Economically Disadvantaged 39 92 54 8 49 96 48 4 58 97 38 3
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 85 65 15 17 79 62 21 15 79 64 21
Female 19 87 68 13 18 83 65 17 15 82 68 18
Male 20 82 62 18 17 76 59 24 16 77 61 23
American Indian < < < < < 100 < 0 < 100 < 0
Asian 67 100 33 0 < 100 < 0 < 100 < 0
Black 11 88 77 12 8 81 73 19 9 69 59 31
Hispanic 8 79 70 21 9 62 53 38 8 66 58 34
White 20 85 65 15 18 80 61 20 16 81 64 19
Two or more races 6 84 78 16 6 81 75 19 6 74 68 26
Students with Disabilities 7 42 34 58 8 40 33 60 9 47 38 53
Students without Disabilities 21 91 70 9 19 85 67 15 16 85 69 15
Economically Disadvantaged 12 77 65 23 11 71 60 29 10 72 62 28
Not Economically Disadvantaged 26 91 65 9 23 86 63 14 20 86 66 14
English Learners 7 81 74 19 11 71 60 29 5 67 62 33
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 79 66 21 17 82 65 18 11 74 63 26
Female 8 79 71 21 20 86 66 14 9 72 63 28
Male 17 79 63 21 15 78 64 22 13 76 63 24
Black < 100 < 0 < < < < < < < <
Hispanic 9 82 73 18 < < < < - 60 60 40
White 13 78 65 22 19 85 66 15 12 76 63 24
Two or more races < < < < < < < < < < < <
Students with Disabilities 11 44 33 56 10 49 39 51 3 45 42 55
Students without Disabilities 13 88 75 12 19 91 72 9 13 80 67 20
Economically Disadvantaged 7 73 66 27 15 75 60 25 6 65 60 35
Not Economically Disadvantaged 20 87 67 13 19 89 70 11 17 84 67 16
English Learners < < < < < < < < < < < <
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 95 60 5 23 88 65 12 31 91 61 9
Female 34 96 62 4 19 90 71 10 35 94 59 6
Male 34 93 59 7 27 87 60 13 26 88 63 12
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < < < < 17 100 83 0 < < < <
White 34 95 61 5 23 87 64 13 34 92 58 8
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 8 68 60 32 12 53 41 47 18 70 52 30
Students without Disabilities 38 99 61 1 26 98 72 2 34 96 63 4
Economically Disadvantaged 29 93 64 7 15 84 69 16 21 90 69 10
Not Economically Disadvantaged 40 96 56 4 35 95 60 5 41 92 51 8
English Learners < < < < < 100 < 0 < 100 < 0
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 89 63 11 37 92 55 8 21 82 61 18
Female 20 89 69 11 37 96 59 4 18 82 63 18
Male 30 88 58 12 37 89 52 11 24 82 58 18
American Indian < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 25 83 58 17
Hispanic < 100 < 0 < < < < 21 79 57 21
White 26 88 62 12 39 92 53 8 21 83 61 17
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 9 51 43 49 21 68 46 32 9 53 44 47
Students without Disabilities 30 97 67 3 40 97 57 3 24 89 65 11
Economically Disadvantaged 18 85 67 15 26 91 65 9 17 78 60 22
Not Economically Disadvantaged 33 92 59 8 50 94 44 6 27 89 61 11
English Learners < 100 < 0 < 100 < 0 < < < <
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 80 65 20 9 79 70 21 16 80 63 20
Female 15 83 68 17 10 85 74 15 13 87 73 13
Male 13 77 63 23 8 75 68 25 19 74 55 26
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 16 81 65 19 8 79 71 21 16 80 64 20
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 10 34 24 66 8 33 25 67 14 54 39 46
Students without Disabilities 15 87 72 13 9 89 80 11 17 84 67 16
Economically Disadvantaged 5 75 70 25 7 70 64 30 10 74 64 26
Not Economically Disadvantaged 23 84 61 16 11 89 78 11 24 87 63 13
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 72 53 28 13 62 50 38 7 64 57 36
Female 21 76 55 24 13 73 60 27 6 67 60 33
Male 17 68 51 32 12 53 41 47 7 61 54 39
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < - 40 40 60 < < < <
White 19 73 53 27 14 63 49 37 7 66 60 34
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 8 19 11 81 - 21 21 79 8 19 11 81
Students without Disabilities 21 84 63 16 15 70 55 30 6 73 66 27
Economically Disadvantaged 11 63 53 37 6 49 43 51 6 55 50 45
Not Economically Disadvantaged 28 82 53 18 19 75 56 25 8 73 65 27
English Learners < < < < < < < < < < < <
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 79 75 21 1 71 70 29 3 62 59 38
Female 2 85 83 15 - 71 71 29 2 72 71 28
Male 7 74 67 26 1 71 70 29 4 55 51 45
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < 100 < 0 < < < < < < < <
White 5 78 73 22 1 70 70 30 3 63 60 37
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 5 32 27 68 - 23 23 78 3 45 42 55
Students without Disabilities 4 88 84 12 1 90 89 10 3 67 64 33
Economically Disadvantaged 5 72 68 28 - 68 68 32 2 57 54 43
Not Economically Disadvantaged 4 85 81 15 1 75 74 25 3 69 66 31
English Learners < 100 < 0 < 100 < 0
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 86 78 14 6 78 72 22 5 79 74 21
Female 11 91 80 9 6 80 74 20 6 79 73 21
Male 7 82 76 18 6 76 70 24 3 79 76 21
Black - 93 93 7 < < < < < < < <
Hispanic - 77 77 23 - 40 40 60 < < < <
White 10 86 76 14 7 80 73 20 5 79 74 21
Two or more races < 100 < 0 < < < < - 82 82 18
Students with Disabilities - 40 40 60 - 47 47 53 - 38 38 62
Students without Disabilities 9 90 80 10 7 81 74 19 5 83 78 17
Economically Disadvantaged 3 77 74 23 4 61 58 39 1 77 76 23
Not Economically Disadvantaged 13 93 80 7 8 90 82 10 7 81 74 19
English Learners < < < < < < < <
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 90 69 10 14 73 58 27 14 85 71 15
Female 22 92 70 8 15 75 60 25 10 85 75 15
Male 20 88 67 12 14 70 56 30 18 85 67 15
Asian < 100 < 0
Black < < < < - 71 71 29 < < < <
Hispanic < < < < 7 50 43 50 < < < <
White 23 91 69 9 17 74 57 26 16 88 72 12
Two or more races < < < < < < < < < < < <
Students with Disabilities - 58 58 42 < < < < - 21 21 79
Students without Disabilities 23 92 70 8 14 74 60 26 15 90 74 10
Economically Disadvantaged 12 80 68 20 4 51 46 49 3 63 60 37
Not Economically Disadvantaged 25 95 70 5 19 82 63 18 19 95 76 5
English Learners < < < < < < < < < < < <
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 39 95 56 5 35 87 52 13 27 94 67 6
Female 42 97 55 3 36 88 52 12 25 97 72 3
Male 35 93 57 7 34 85 51 15 30 91 61 9
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 38 95 57 5 37 86 49 14 28 95 67 5
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < 100 < 0
Students without Disabilities 40 95 55 5 36 88 52 12 27 94 68 6
Economically Disadvantaged 23 84 61 16 25 93 68 7 23 92 69 8
Not Economically Disadvantaged 43 98 54 2 37 86 49 14 28 95 67 5
English Learners < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 84 66 16 19 83 64 17 16 80 64 20
Female 16 86 70 14 18 82 64 18 15 79 64 21
Male 21 83 62 17 19 85 65 15 18 81 63 19
American Indian < < < < < 100 < 0 < 100 < 0
Asian 64 100 36 0 < 100 < 0 < 100 < 0
Black 14 88 74 12 10 77 67 23 - 77 77 23
Hispanic 9 63 54 37 6 58 53 42 4 66 62 34
White 18 85 66 15 20 84 64 16 18 81 63 19
Two or more races 18 86 68 14 8 92 85 8 11 72 61 28
Students with Disabilities 6 42 36 58 9 42 33 58 5 39 34 61
Students without Disabilities 20 90 70 10 20 88 68 12 18 86 68 14
Economically Disadvantaged 8 72 64 28 11 74 63 26 9 69 61 31
Not Economically Disadvantaged 24 91 67 9 24 89 65 11 22 88 66 12
English Learners - 40 40 60 7 36 29 64 < < < <
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 84 55 16 25 88 63 13 14 78 65 22
Female 21 84 62 16 24 88 63 12 7 74 68 26
Male 35 84 49 16 25 87 62 13 19 82 62 18
American Indian < 100 < 0 < 100 < 0
Black < < < < < < < < - 92 92 8
Hispanic < < < < < < < < 7 71 64 29
White 28 84 57 16 27 88 61 12 15 79 64 21
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 11 47 36 53 22 63 41 37 11 54 43 46
Students without Disabilities 33 92 59 8 25 92 66 8 14 84 70 16
Economically Disadvantaged 18 78 60 22 14 86 71 14 10 74 64 26
Not Economically Disadvantaged 39 89 50 11 37 90 52 10 19 84 66 16
English Learners < < < < < < < < < < < <
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 76 71 24 10 76 65 24 1 59 58 41
Female 6 77 71 23 11 67 57 33 2 53 52 47
Male 6 76 70 24 10 83 73 17 - 63 63 37
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 6 77 71 23 10 75 66 25 1 62 61 38
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 39 39 61 3 32 29 68 3 29 26 71
Students without Disabilities 7 82 75 18 12 85 73 15 - 68 68 32
Economically Disadvantaged - 66 66 34 7 71 64 29 1 49 48 51
Not Economically Disadvantaged 10 83 74 17 13 79 66 21 - 71 71 29
English Learners < < < < < < < < < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 89 69 11 24 86 62 14 19 79 60 21
Female 21 91 71 9 26 87 60 13 15 81 66 19
Male 18 86 67 14 22 86 64 14 24 76 53 24
Asian < 100 < 0 < 100 < 0
Black 13 93 80 7 30 90 60 10 < < < <
Hispanic < < < < - 63 63 38 < < < <
White 20 89 68 11 27 87 60 13 21 80 59 20
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 12 53 41 47 - 26 26 74 5 32 27 68
Students without Disabilities 20 91 71 9 26 91 65 9 21 84 63 16
Economically Disadvantaged 11 77 66 23 12 67 55 33 7 69 63 31
Not Economically Disadvantaged 23 93 70 7 30 96 65 4 25 83 58 17
English Learners < < < < < < < < < 100 < 0
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 98 68 2 25 94 69 6 31 98 67 2
Female 20 97 77 3 21 95 73 5 30 97 68 3
Male 44 98 55 2 29 93 64 7 32 99 66 1
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 28 98 70 2 25 95 69 5 35 97 63 3
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities < 100 < 0 < < < < < 100 < 0
Students without Disabilities 31 98 67 2 25 95 70 5 31 98 67 2
Economically Disadvantaged 13 88 75 13 27 95 68 5 21 95 74 5
Not Economically Disadvantaged 34 100 66 0 24 94 69 6 33 99 65 1
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 80 68 20 11 76 65 24 16 83 67 17
Female 11 80 70 20 9 74 66 26 16 78 63 22
Male 13 80 67 20 14 78 64 22 17 87 71 13
Asian < 100 < 0 < 100 < 0
Black 8 83 75 17 - 60 60 40 < < < <
Hispanic - 53 53 47 < < < < - 73 73 27
White 13 81 68 19 13 78 65 22 17 84 67 16
Two or more races < < < < < < < < 25 83 58 17
Students with Disabilities - 29 29 71 5 41 36 59 - 27 27 73
Students without Disabilities 13 87 74 13 12 80 68 20 18 88 71 12
Economically Disadvantaged 1 67 66 33 5 63 58 37 9 69 61 31
Not Economically Disadvantaged 19 89 70 11 14 82 68 18 21 91 71 9
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 81 55 19 25 82 57 18 26 81 56 19
Female 23 80 57 20 22 81 59 19 24 80 55 20
Male 30 83 53 17 28 83 55 17 27 82 56 18
American Indian < < < < < 100 < 0 < 100 < 0
Asian 45 91 45 9 < < < < < 100 < 0
Black 16 74 58 26 12 76 64 24 11 70 59 30
Hispanic 18 63 45 37 19 72 53 28 11 59 48 41
White 27 82 55 18 26 83 56 17 27 82 55 18
Two or more races 13 88 75 13 7 83 76 17 13 76 63 24
Students with Disabilities 7 45 38 55 7 49 42 51 10 42 32 58
Students without Disabilities 29 86 57 14 28 87 59 13 28 87 59 13
Economically Disadvantaged 15 72 56 28 13 73 60 27 15 71 56 29
Not Economically Disadvantaged 34 88 54 12 33 88 55 12 34 89 55 11
English Learners 15 31 15 69 17 61 43 39 9 36 27 64
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 83 62 17 24 88 64 12 25 85 60 15
Female 15 83 68 17 22 90 68 10 25 82 57 18
Male 29 83 54 17 26 86 60 14 26 88 63 12
Asian < < < < < < < < < 100 < 0
Black < < < < 19 81 63 19 10 90 80 10
Hispanic 20 60 40 40 < < < < 18 64 45 36
White 22 84 62 16 25 89 64 11 27 85 58 15
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 6 44 39 56 8 50 42 50 6 25 19 75
Students without Disabilities 22 86 64 14 25 90 65 10 27 89 63 11
Economically Disadvantaged 6 71 65 29 12 81 69 19 5 72 67 28
Not Economically Disadvantaged 27 88 61 12 27 90 63 10 35 91 56 9
English Learners < < < < < < < < < < < <
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 80 69 20 11 74 63 26 10 67 58 33
Female 12 78 66 22 8 71 63 29 8 67 59 33
Male 8 81 73 19 15 78 63 22 11 68 57 32
American Indian < < < < < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 11 79 68 21 12 75 64 25 11 69 58 31
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 40 40 60 3 34 31 66 - 15 15 85
Students without Disabilities 12 85 73 15 13 82 69 18 11 77 65 23
Economically Disadvantaged 3 66 63 34 6 69 63 31 7 53 47 47
Not Economically Disadvantaged 15 89 73 11 16 79 63 21 12 81 68 19
English Learners < < < < < < < < < < < <
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 75 47 25 24 80 56 20 23 83 59 17
Female 24 71 47 29 21 75 55 25 21 75 55 25
Male 34 80 47 20 28 86 58 14 26 90 64 10
Asian < 100 < 0 < 100 < 0
Black 23 62 38 38 - 64 64 36 < < < <
Hispanic 14 64 50 36 < < < < < < < <
White 30 77 47 23 26 81 55 19 26 85 59 15
Two or more races < < < < < < < < < < < <
Students with Disabilities 7 21 14 79 < < < < < < < <
Students without Disabilities 29 78 49 22 25 82 57 18 24 84 60 16
Economically Disadvantaged 15 60 45 40 11 71 61 29 4 72 67 28
Not Economically Disadvantaged 36 84 48 16 31 85 54 15 33 88 55 12
English Learners < < < < < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 53 95 41 5 66 100 34 0 42 88 46 12
Female 41 100 59 0 64 100 36 0 40 90 50 10
Male 71 88 17 13 69 100 31 0 44 88 44 13
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 56 94 38 6 73 100 27 0 36 86 50 14
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < <
Students without Disabilities 57 100 43 0 66 100 34 0 50 100 50 0
Economically Disadvantaged < < < < < 100 < 0 < < < <
Not Economically Disadvantaged 55 96 41 4 73 100 27 0 50 94 44 6
English Learners < 100 < 0
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 84 57 16 31 80 49 20 26 85 59 15
Female 28 84 56 16 31 81 51 19 26 86 60 14
Male 27 84 57 16 31 79 49 21 26 84 58 16
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < 20 60 40 40 < < < <
White 28 85 57 15 33 82 49 18 27 88 61 12
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 46 46 54 - 35 35 65 - 46 46 54
Students without Disabilities 32 90 58 10 35 87 52 13 30 91 61 9
Economically Disadvantaged 14 79 65 21 16 67 51 33 17 78 61 22
Not Economically Disadvantaged 42 90 48 10 43 91 48 9 35 91 57 9
English Learners < < < < < < < < < < < <
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 36 85 49 15 27 84 58 16 42 87 45 13
Female 31 80 49 20 20 83 62 17 40 88 48 12
Male 41 90 49 10 32 86 54 14 45 87 42 13
Asian < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < < < < 17 75 58 25 < < < <
White 36 87 51 13 28 84 56 16 43 87 44 13
Two or more races < < < < < < < < < < < <
Students with Disabilities 14 57 43 43 3 59 56 41 19 61 42 39
Students without Disabilities 39 89 50 11 32 90 58 10 47 93 46 7
Economically Disadvantaged 30 80 51 20 14 78 64 22 32 82 50 18
Not Economically Disadvantaged 44 91 48 9 44 93 49 7 54 93 39 7
English Learners < < < < < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 97.48 State: 89.72 Division: 91.33 State: 88.34 Division: 92.66 State: 88.19

Number of recently arrived English language learners exempted from state reading assessments

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten726659
Kindergarten177181196
Grade 1175172171
Grade 2190184169
Grade 3208191181
Grade 4226217194
Grade 5191232214
Grade 6204194236
Grade 7224208208
Grade 8201218218
Grade 9229259277
Grade 10265217262
Grade 11263260225
Grade 12219231233
Post Graduate020
Total Students2,8442,8322,843
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students284428322843
Female139313821377
Male145114501466
American Indian988
Asian181416
Black9994108
Hispanic114122129
Native Hawaiian243
White250724872470
Two or more races95103109
Students with Disabilities402409370
Students without Disabilities244224232473
Economically Disadvantaged110512831419
Not Economically Disadvantaged173915491424
English Learners475141
Not English Learners279727812802
Homeless124
Foster Care521
Military Connected262433
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 135 91 6 2 16 6
State 50983 36022 2734 1046 5399 1777
Female Division 87 32 4 1 10 3
State 27838 15824 920 366 1921 654
Male Division 48 59 2 1 6 3
State 23145 20198 1814 680 3478 1123
American Indian Division < < < < < <
State 144 124 9 2 27 8
Asian Division < < < < 0 <
State 5026 1195 70 18 91 37
Black Division 9 4 0 0 2 1
State 7955 11092 1113 243 1359 742
Hispanic Division < < < < 0 <
State 5086 5584 317 105 2171 325
White Division 118 79 5 2 13 5
State 30222 16424 1138 618 1586 589
Two or more races Division < < < < 0 <
State 2468 1543 86 58 162 72
Students with Disabilities Division 1 8 6 0 3 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 18 34 2 1 6 4
State 10704 17348 1682 460 2637 1090
English Learners Division < < < < 0 <
State 1418 3759 272 31 1845 117
Homeless Division < < < < 0 <
State 232 695 90 42 302 61
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students25623290.623491.4166.3
Female13712389.812490.5107.3
Male11910991.611092.465
American Indian0<<<<<<
Asian0<100<10000
Black161381.31381.3212.5
Hispanic0<100<10000
White2222029120491.9135.9
Two or more races0<100<10000
Students with Disabilities181583.31583.3316.7
Economically Disadvantaged655483.15584.669.2
English Learners0<100<10000
Homeless0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken - 53 / 5.43%143 / 14.79%
Advanced Placement Course Enrollment - 159 / 16.29%171 / 17.68%
Dual Enrollment99 / 9.78%133 / 13.63%272 / 28.13%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 238 137 42
State 82483 57560 30
Female Division 122 86 30
State 41546 31230 25
Male Division 116 51 56
State 40937 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 10 < 100
State 8548 5341 38
White Division 208 119 43
State 46319 33154 28
Two or more races Division 10 < 100
State 3521 2499 29
Students with Disabilities Division 15 < 100
State 5986 3008 50
Economically Disadvantaged Division 88 33 62
State 23516 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2015-20162016-20172017-2018
Workplace ReadinessDivision508759
 State307754231350241
Total Credentials EarnedDivision13934359
 State137248157490160248
Students Earning One or More CredentialsDivision12527459
 State109089126113128672
CTE CompletersDivision127131152
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 110 247 220 89.1%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 126 242 212 87.6%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 139 258 226 87.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
64.3 65.7 67

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20155,481.005,144.00728.00
2015-20165,049.005,202.00841.00
2016-20175,351.005,437.00770.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students224150722584622197550
Female108625811062181073257
Male115524911522441124293
American Indian<<<<<<
Asian220152122
Black731877176724
Hispanic772179308730
White200744919983991939469
Two or more races551882128123
Students with Disabilities314723047332084
Economically Disadvantaged948305886265953349
English Learners3073212418
Homeless<<<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 34
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 72
Disorderly or Disruptive Behavior Offenses 100
Alcohol, Tobacco, and Other Drug Offenses 33
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3160.282
Asian0.6330.950.494
Black3.4816.673.3196.82
Hispanic4.0080.954.3085.45
Native Hawaiian0.070.141
White88.1590.4887.81880.91
Two or more races3.340.953.6376.82
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3160.282
Asian0.6330.494
Black3.4813.31950
Hispanic4.0084.308
Native Hawaiian0.070.141
White88.1587.81850
Two or more races3.343.637
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.3160.282
Asian0.6330.494
Black3.4813.319
Hispanic4.0084.308
Native Hawaiian0.070.141
White88.1587.818
Two or more races3.343.637
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 43.2642.9940.39
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 34.1529.8832.23
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 73.1570.870.74
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 11.86 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 10.77 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools - - 0.9% 4.2% 2.6% 2.8%
High Poverty - - - - 6.3% -
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education2%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201644%53%1%2%
2016-201744%53%1%2%
2017-201844%53%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students78%77%73%75%
Asian<96%87%75%
Black72%67%60%75%
Hispanic54%56%63%75%
White80%78%81%75%
Economically Disadvantaged70%68%62%75%
English Learners30%38%53%75%
Students with Disabilities43%40%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students80%82%74%70%
Asian<91%89%70%
Black75%80%60%70%
Hispanic68%72%64%70%
White81%82%81%70%
Economically Disadvantaged74%76%63%70%
English Learners70%80%57%70%
Students with Disabilities50%48%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student GroupCurrent Rate
All Students81%
Asian<
Black86%
Hispanic63%
White82%
Economically Disadvantaged72%
English Learners40%
Students with Disabilities44%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student GroupGrowth English ReadingGrowth Mathematics
All Students81%81%
Asian<<
Black79%76%
Hispanic64%69%
White82%82%
Economically Disadvantaged75%76%
English Learners50%70%
Students with Disabilities53%57%

< = Results suppressed to protect student privacy
— = Not applicable or no students

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Federal Graduation Indicator
Student GroupCurrent RateAnnual TargetLong Term Goal
All Students88%84%84%
Asian<90%84%
Black80%82%84%
Hispanic<81%84%
White87%86%84%
Economically Disadvantaged75%78%84%
English Learners<65%84%
Students with Disabilities42%56%84%
Homeless---
Foster Care<--

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students20%18%9%10%
Asian14%8%5%10%
Black26%21%9%10%
Hispanic26%25%9%10%
White19%18%9%10%
Economically Disadvantaged27%25%13%10%
English Learners16%21%8%10%
Students with Disabilities21%20%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress50%46%58%
English Learner Proficiency14%--
< = Results suppressed to protect student privacy
— = Not applicable or no students
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress132650%
English Learner Proficiency53514%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students96%99%98%
Asian<<<
Black91%100%97%
Hispanic97%97%100%
White96%99%97%
Economically Disadvantaged96%99%98%
Not Economically Disadvantaged96%99%97%
English Learners100%100%100%
Students with Disabilities94%99%96%
Students without Disabilities96%99%98%
Female98%99%98%
Male95%99%97%
Migrant---

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
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